EMPIRE STATE
INFORMATION
FLUENCY
CONTINUUM
BENCHMARK SKILLS ALIGNED TO
COMMON CORE STATE STANDARDS
Why Common Core?
O http://www.youtube.com/watch?v=dY2mR
M4i6tY&safe=active
Guiding Questions
How are collaborative partnerships
essential to implementing the CCLS?
How do collaborative efforts support
student learning?
How can outreach support CCLS
implementation?
Board of Regents:
C. Menetti, J. Rapant
Essential Partnerships
How are collaborative partnerships
essential to implementing the CCLS?
• Collaboration changes philosophy and
practice
– Need to reach out to others to explore
opportunities for CCLS implementation
– Efforts to collaborate with other teaching
professionals, agencies and groups revealed
the collaborative demand of CCLS
Board of Regents:
C. Menetti, J. Rapant
Student Learning
How do collaborative efforts support
student learning?
• Successful shifts for college and career
readiness are only possible through a
collaborative model and outreach
• Intersections of collaboration
– Teacher and Librarian
– Teacher and Teacher
– Student learning
Board of Regents:
C. Menetti, J. Rapant
Teacher and Librarian
• Collaborative Model
– Librarians are uniquely qualified for CCLS
implementation
– Co-Teaching
• Bridging the gaps: curriculum alignment
– Common Core Learning Standards and Empire State
Information Fluency Continuum
• Text complexity
• Access to resources
Board of Regents:
C. Menetti, J. Rapant
WHAT IS TEXT COMPLEXIT Y?
 Three dimensions of text complexity
from CCSS
 Quantitative measures to assign a text to a
grade band
Text
 Basic reading level charts to help
Features
determine word frequency, sentence
length, etc.
 Qualitative measures to locate a
Reading
Levels
text within a specific grade band
 More complicated – text structure,
Student Task
language clarity, prior knowledge,
meaning & purpose
 Professional judgment to decide how a text
is suited for specific instructional purpose
with students
CCSS-IFC Workshop:
C. Menetti, J. Rapant
ALL FINISHED?
 You found an article
 You know the reading level
 I know what I want the kids to get from the article:
The students need to understand that acid rain is a by product of fossil fuel emissions and disturbs the pH
balance and acidity of the oceans in the world.
 WRONG!
 This is content driven  Still important BUT not what
you need to achieve CCSS literacy skills
CCSS-IFC Workshop:
C. Menetti, J. Rapant
Standard(s) and Skill(s)
Text Complexity
• Text complexity necessitates
deliberate selection of materials
which librarians are uniquely
qualified to facilitate
• Out of the Dust unit
• Jackdaws primary sources
• Deliberate selection of
informational texts leveled
across reading abilities for
student comprehension
• Close reading skills
• Formative and summative
written assessments
Text
Features
Reading
Levels
Student Task
CCLS.ELA-Literacy.RI.8.1
Board of Regents:
C. Menetti, J. Rapant
LEXILED INFORMATIONAL TEXTS
 2 examples are here today:
 We Were There, Too! Young People in U.S. History By
Phillip Hoose
 The Dust Bowl: Through the Lens by Martin Sandler
CCSS-IFC Workshop:
C. Menetti, J. Rapant
PUTTING IT ALL TOGETHER:
LEARNING STATIONS
Here’s what I came
up with…
 2 . 5 d ay l e a r n i n g
station activity
for students
 Fo c us e d o n s e l f
s e l e c t in g a n d
c o n s t r uc t i n g n ew
knowledge on the
time period of
The Dust Bowl
 Students
d e m o n s t r a ted
l e a r n i n g t h r o ug h
CCSS-IFC Workshop:
writing
C. Menetti, J. Rapant
READER AND TASK:
FOCUSING READING USING LEARNING
STATIONS
Gallagher, Kelly, and Richard L. Allington. Readicide: How Schools Are
Killing Reading and What You Can Do about It. Portland: Stenhouse,
2009. Print.
These strategies meet CCSS Reading Standard:
CCSS.ELA-Literacy.RI.8.2 Determine a central idea of a text and
analyze its development over the course of the text, including its
relationship to supporting ideas; provide an objective summary of
the text.
CCSS-IFC Workshop:
C. Menetti, J. Rapant
WE WERE THERE, TOO!:
YOUNG PEOPLE IN U.S. HISTORY
CCSS-IFC Workshop:
C. Menetti, J. Rapant
REALIT Y
Anyone
feel
like
this?
Learning Standards
Benchmark Assessments
ELA Standards for Content
Reaching Out
How can outreach support CCLS
implementation?
•Finding support for core teachers and
school librarians
– Connections that are:
1. Meaningful for student learning
2. Enhance the rigor of CCLS
– Voorheesville Public Library
CCLS.ELA-Literacy.RL.8.10
Board of Regents:
C. Menetti, J. Rapant
PULLING IT ALL TOGETHER
 Here is the ideal process:
1. Teacher & Librarian discuss a unit that must be enhanced
with informational text to meet CCSS
2. Teacher & Librarian discuss the literacy skills they would like
students to engage with
3. Teacher & Librarian discuss the reading abilities of students
4. Librarian selects articles for Teacher viewing with Lexiles
5. Teacher & Librarian select informational texts for students
6. Teacher & Librarian select a method of measuring student
engagement and application of CCSS literacy skill
CCSS-IFC Workshop:
C. Menetti, J. Rapant
Educational Support Agencies
• Needs as a teacher and librarian
– Clear vision of the role and meaning of
school librarians in each building to facilitate
CCLS implementation
• Connections to agencies and resources
• Local BOCES School Library System
• New York City SLS:
http://schools.nyc.gov/Academics/LibraryServices/Standardsan
dCurriculum/default.htm
• Capital Region BOCES SLS:
http://crbsls.wikispaces.com/Information+Fluency
Board of Regents:
C. Menetti, J. Rapant
Questions??!!